English
At Hey with Zion, teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.
Pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This enables them to clarify their thinking as well as organise their ideas for writing.
Teachers develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and are encouraged to read for pleasure. We promote wider reading. Each classroom has a library area and we set ambitious expectations for reading at home. Pupils are expected to develop the stamina and skills to write at length, with accurate spelling and punctuation. They are taught the correct use of grammar. They build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do includes narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.
Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They set out to increase pupils’ store of words in general; also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils are taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.
Purpose of Study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Aims
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The national curriculum for English aims to ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Spelling, Handwriting and Reading Comprehension are all taught in both discrete and cross curricular lessons and we listen to all our children read on a one to one basis. Specific small group activities supplement the whole class learning context.
Below is our overview of study units, which are taught in English lessons from a context of particular genres and applied throughout the curriculum in extended writing, reading comprehension, speaking and listening contexts.
Phonics
We use Letters and Sounds, the main DfE scheme, for the teaching of phonics and we supplement this with Jolly Phonics. Our Key Stage One reading scheme is Oxford Reading Tree.
Enquiry-based and Literacy-loaded curriculum
We are increasingly following a Literacy-loaded and enquiry-based approach to the study of our foundation subjects. This means that where appropriate, activities will link with aspects of core texts covered in English lessons, adding context and depth to the learning, and will be framed in ways which heighten children's engagement. Our children tell us that this helps them greatly: http://heywithzion.primaryblogger.co.uk/2018/11/29/thinking-about-thinking/
Year 1:
|
Year One |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
The Bog Baby – Jeanne Willis |
Lost and Found – Oliver Jeffers |
Beegu – Alexis Deacon |
Dogger –Shirley Hughes |
The Rabbit Problem – Emily Gravett/Peter Rabbit – Beatrix Potter |
The Naughty Bus – Jan and Jerry Oke |
|
Poetry |
Nursery rhymes |
Christmas poems |
Poet study – Puffin Book of Fantastic First Poems – June Crebbin |
All Aboard the Toy Train – Tony Bradman |
Animal poems Rabbits – Matt Mooney |
Transport poems – Vroom, Vroom – poems about things with wheels – Paul Nicholls (The Song of the Train) |
|
Reading |
Core text/The King of the Little Things Non-fiction books on animals and habitats. |
Core text Non-fiction books on animals in hot and cold regions. |
Core text |
Core text Non-fiction books about toys |
Core texts Non-fiction books about plants and growth. |
Core text Non-fiction books about transport |
|
Writing |
Retell story or part of story Fact file on animal |
Retell story or part of story Fact file on animal |
Retell story or part of story Recount of shelter making and facts on materials
|
Retell story or part of story Information on toys |
Retell story or part of story Information on weather and plants |
New adventure for the bus Information on transport |
Year 2:
|
Year Two |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
Wild – Emily Hughes |
Man on the Moon – Simon Bartram |
Traction Man – Mini Grey |
The Owl and the Pussycat – Edward Lear |
Lila and the Secret of Rain – David Conway |
Little Evie in the Wild Wood – Jackie Morris/ Little Red Riding Hood |
|
Poetry |
Out and About by Shirley Hughes |
Space Poems chosen by Gaby Morgan |
Machine Poetry – Nick Sharratt and Jill Bennet |
|
Brining the Rain to Kapiti Plain – Verna Aardeema |
Dragonfly out in the Sun – David Windle |
|
Reading |
Core text The Little Gardener – Emily Hughes |
Core text Bob and the Moon Tree Mystery – Simon Bartram One Giant Leap – Don Brown |
Core text Traction Man and Turbo-Dog Comics |
Core text The Further Adventures of the Owl and the Pussycat – Julia Donaldson Lear poems |
Core text/ Bringing the Rain to Kapiti Plain – Verna Aardeema |
Core text/ The Good Little Wolf – Nadia Shireen/Wolves – Emily Gravett Other wolf stories Simile poems |
|
Writ |
Retell of story with added detail Poem based on The Grass House Fact Files /Information text |
Narrative based on aliens Space counting poem Instructions - How to fly to the moon/Rules for visiting the moon Information text on astronaut |
New adventure for Traction Man with the scissors Information text on materials |
Developed narrative version of Owl and Pussycat Information text on Edward Lear Fact file on seaside |
Retell of story in more detail with a focus on developing character and setting Non-chronological report on Kenya and UK |
Narrative with changed character Information text on aspects of local area including animals and plants - PowerPoint |
Year 3:
|
Year Three |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
Orion and the Dark – Emma Yarlett |
Greek Myths – Marcia Williams The Orchard Book of Greek Myths |
Stone Age Boy – Satoshi Kitamura The First Drawing – Modicai Gerstein |
Alice in Wonderland – Lewis Carroll Abridged version – Emma Chichister Clark |
The Flower – John Light |
The Firework Maker’s Daughter – Phillip Pullman |
|
Poetry |
The Sound Collector – Roger McGough |
|
The Mouse’s Tail – Lewis Carroll |
What is Pink? Christina Rossetti |
Fireworks – James Reeves |
|
|
Reading |
Core text The Owl Who Was Afraid of the dark |
Core texts |
Core text/The Boy With the Bronze Axe – Kathleen Fidler |
Core text |
Core text |
Core text |
|
Writing |
Retell part of story with added detail and dialogue; Poem based on The Sound Collector; Non-chronological report on light sources – Science lessons |
Retell myth with invented creature Information paragraphs on Greece now and then to write comparative report |
Retell story in more detail
Non-chronological report on the Stone Age |
Retell selected events from Alice’s point of view to sister - Mad Hatter’s Tea Party, meeting caterpillar, Comparative report on an aspect/s of life in Victorian times compared with the present day Poetry – Shape poems based on characters in book – caterpillar, gryphon |
Retell story with added detail and dialogue Life cycle of a plant Fact file on plant/flower (Could be presented as a poster linked to ICT) |
Retell one significant event from Lila’s point of view- her journey up the mountain and meeting fire god. Information text on volcanoes Poetry – List poems on fireworks |
Year 4:
|
Year Four |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
Escape from Pompeii – Christina Ballit |
The Incredible Book Eating Boy – Oliver Jeffers |
The Pied Piper – Michael Morpurgo |
Egyptian Cinderella – Shirley Climo |
The Promise – Nicola Davies |
The Wind in the Willows – Kenneth Grahame |
|
Poetry |
Fire poetry Bush Fire – Jacky Kay |
Poet study – class choice based on core text. |
The Pied Piper – Robert Browning |
The Dancing Bear – Charles Causley |
The River – Valerie Bloom |
|
|
Guided Reading |
Escape from Pompeii Non-fiction books on the Romans. |
Books linked to core to introduce a wider range. Non-fiction on digestive system. |
The Pied Piper |
Core text Traditional stories Information books on Ancient Egypt. |
The Wind in the Willows Local reports, archive information, leaflets. |
|
|
Writing |
Writing in role Information text on Roman life |
Retell a story explanation text- how do we digest our food |
Rewrite story with changes Explanation text- how sound travels |
Rewrite traditional story Explanation text- why was the River Nile important to Egyptians |
List poem Persuasive text – flyer to promote the planting of trees Information text on living things Re-write descriptive opening of story after the planting |
Re-tell Explanation text- the water cycle |
Year 5:
|
Year Five |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
Leon and the Place Between – Grahame Baker-Smith |
Journey to Jo’burg – Beverley Naidoo |
The Lady of Shalott – Alfred Lord Tennyson |
Beowulf _Michael Morpurgo |
The Man who Walked Between the Towers – Mordecai Gerstein |
The Nowhere Emporium – Ross Mackenzie |
|
Poetry |
The Magic Box – Kit Wright |
S is for South Africa – Beverley Naidoo |
Kennings |
If – Rudyard Kipling |
Poet study – Brian Patten |
|
|
Reading |
Core text Non-fiction on earth and space, current reports on space exploration. |
Core text/ A Long Walk to Freedom – children’s version Nelson Mandela Current reports as appropriate. |
Core text/ King Arthur stories Non-fiction on Anglo-saxons |
Core text Non-fiction on Vikings. |
Core text Newspaper reports, interviews of Phillipe Petit. |
Core text |
|
Writing |
Narrative from when Leon enters the portal Information piece on earth and space |
Narrative – Letter from Naledi to Grace Persuasive argument – Persuade the South African government to stop apartheid |
Narrative – flashback Persuasive argument Writing in role |
Narrative - based on style of writer Information text Kenning |
Journalistic writing Explanation and information Forces |
Invented Wonder Room Life cycle explanation Eye witness report |
Year Six:
|
|
Autumn Novel Study |
Spring 1 - 3 week unit |
Spring 1 Week 4 onwards and spring 2 |
Summer 1 |
Summer 2 |
|
Core Text |
Trash – Andy Mulligan |
Macbeth - Shakespeare |
Wonder – J. P. Palacio Reading focus |
The Spider and the Fly – Mary Howitt and Tony Di Terlizzi Writing focus |
Tales from the Arabian Nights |
|
Poetry |
The Barefoot Book of Earth Poems – Grace Nicholls |
Macbeth – Shakespearean blank verse |
Body Talk – Benjamin Zephaniah |
The Door – Miroslav Holub |
|
|
Reading |
Trash Non-fiction on South America and rain forests |
Macbeth |
Wonder High quality shorter texts/extracts to support teaching of exam skills |
Core Text |
Tales from the Arabian Nights |
|
Writing |
Discussion texts, journalistic writing, narrative (new chapter) |
Persuasive text- in persona of Lady Macbeth Spell poem Balanced argument- who was responsible for Duncan’s death |
Responses to reading Recount of school tour Eye witness account |
Range of writing |
Discussion texts, journalistic writing, narrative (new chapter) |
